Our paper presents a theoretical model describing the processes involved in collaborative work between education and research actors. We describe the design methodology of this model and then explain how it articulates the concepts of boundary object (Star and Griesemer, 1989), praxeology (Espinas, 1897), cognitive brokering (Munerol, Cambon, and Alla, 2013), participation (Zask, 2011), negotiation (Kerbrat-Orecchioni, 2001), and valuation (Dewey, 2008; 2011). Since little research has been done to explain the fine modalities of work and processes involved in collaboration, our project Formation et Recherche Collaborative en Éducation (FoRCE- Training and Collaborative Research in Education) aims to a better understanding of the factors and processes involved in collaboration between education and research stakeholders in order to provide tools for participatory research in education. The project is based on a previous work mobilizing different frameworks for analyzing collaborative processes between actors from different institutions, and exploring the conditions for the construction of conceptual knowledge by practitioners (Nizet and Leroux, 2015), interactions between actors (Kerbrat-Orecchioni, 2001) or their participation in collective work (Prieur, 2016). As mentioned by Sanchez and Monod-Ansaldi (2015), various analyses of design-based collaborative research (Aldon, Hitt, Bazzini, & Gellert, 2017; Monod-Ansaldi & Gruson, 2016) have also used the meta-didactic transposition framework developed by Arzarello et al. (2014) for the analysis of collaborative work between teachers and researchers during training. Our theoretical modelling process is similar to design-based research (Sanchez and Monod-Ansaldi, 2015) aiming at a theoretical objective, i.e., modelling collaborative processes, and a pragmatic objective, i.e., the construction of training on collaborative research processes. This theoretical modelling proceeds by progressively creating a common lexicon and a scheme of the dynamic links between them. We present the first boundary object concept, derived from anthropology (Star and Griesemer, 1989 in the broader framework of collaboration. The dynamics of collaboration is first seen at a global level through the concepts of activity on the boundary object (Carlile, 2004), participation and shared gains (Zask, 2011), and is then analyzed in detail through the concepts of valuations (Dewey, 2008, 2011) and negotiations (Kerbrat-Orecchioni, 2001). The cognitive brokering function has been the central focus of our interest throughout the research and the theoretical model attempts to clarify its place in collaborative processes. This theoretical construction based on theoretical frameworks from various fields of research was tested in other contexts of collaboration, especially when the epistemological hypotheses that underlie this construction are not present.
